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Abstract
The primary goal of teacher education programs is to develop preservice teachers into quality future educators. Preparing these students of teaching for the realities of working with children in schools can be complex. Formal teacher training can offer detailed attention to the self-efficacy of candidates during coursework and early field experiences. The purpose of this article is to provide strategies to help teacher educators and supervisors of preservice teachers promote self-efficacy development. Strategies that are linked to improved practices in supervision, the use of feedback, and staging reflection are described. Additional examples of early field experiences are presented with detailed procedures for organizing learning activities.
Additional information
Notes on contributors
Jared Anderson
Jared Anderson was a graduate teaching assistant in Kinesiology and Physical Education at Northern Illinois University in DeKalb, IL. He is now a Middle School and High School Physical Education Teacher at the Westby Area School District in Westby, WI.
James D. Ressler
James D. Ressler ([email protected]) is a professor in Kinesiology and Physical Education at Northern Illinois University in DeKalb, IL.
Zachary Wahl-Alexander
Zachary Wahl-Alexander is an associate professor in Kinesiology and Physical Education at Northern Illinois University in DeKalb, IL.